중·고등학교 영어교육 평가에 대한 교사, 학생, 학부모의 인식 조사: 과정 중심 평가를 중심으로

Abstract

The present study explores the perceptions of secondary school English teachers, students, and parents about the process-oriented assessment in English teaching classrooms. Three hundred seventy five middle and high school teachers, 5,438 middle and high school students and 1,937 parents participated in the survey, which was designed to collect the participants’ opinions about the reality and problems of implementing the process-oriented assessment in English teaching classrooms. The survey also tries to seek efficient ways to perform the new method of assessment. The results of the survey show that high percentages of English teachers are using the process-oriented assessment in their English teaching classrooms. In addition, it should be first noted that the English teachers strongly insist that their workload be reduced for the process-oriented assessment to be appropriately implemented in the classroom. On the other hand, most of the students in the secondary schools in Korea are satisfied with the assessment in the English classrooms, and the parents prefer performance assessment over paper and pencil tests. The overall results indicate that careful attention should be paid for the efficient implementation of process-oriented assessment in the middle and high school classrooms of Korea.